Improving Reading Comprehension of Secondary Alternative Learning System (ALS) Learners Through the Clues Intervention Program (Context Clues, Lexical Understanding, and Example-Based Strategies)

Improving Reading Comprehension of Secondary Alternative Learning System (ALS) Learners Through the Clues Intervention Program (Context Clues, Lexical Understanding, and Example-Based Strategies)

Noriefe L. Garces, Lpt Maed-Elt, Teresito Jr. R. Delos Reyes, Lpt, Ms. Elaiza Monica M. Mascariñas, Lpt

Monkayo College of Arts, Sciences, and Technology, Monkayo, Davao de Oro, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0461

Received: 26 July 2025; Accepted: 03 August 2025; Published: 06 September 2025

ABSTRACT

This action research investigated the effectiveness of the CLUES Intervention Program—comprising Context Clues, Lexical Understanding, and Example-based Strategies—in improving the reading comprehension skills of secondary learners enrolled in the Alternative Learning System (ALS) in Monkayo, Davao de Oro, Philippines. Using a dual-method approach, the study employed both quantitative and qualitative techniques to assess the impact of the intervention. Thirty ALS learners participated in pretest and posttest assessments, while a subset engaged in semi-structured interviews to reflect on their learning experiences. Results showed a significant increase in reading comprehension scores after the intervention, supported by a t-value of 21.87 and a p-value of < 0.001. Thematic analysis of qualitative data revealed four key outcomes: improved comprehension through strategic reading, increased motivation and confidence, notable vocabulary growth and language development, and practical application of skills in real-life contexts. Anchored on Interactive Theory (Rumelhart, 1977; Ruddell & Unrau, 2004), the study confirms that reading comprehension is most effectively developed through interactive, contextualized instruction. The findings highlight the potential of Project CLUES as a responsive and replicable model for literacy interventions in flexible learning environments like ALS.

Keywords: Alternative Learning System (ALS), reading comprehension, Intervention Program, Context Clues, Philippines

INTRODUCTION

Reading comprehension is a fundamental skill that directly impacts learners’ academic success and lifelong learning. It is the ability to process, understand, and interpret written texts, which is essential for knowledge acquisition across disciplines (Kim et al., 2020). However, Alternative Learning System (ALS) learners, particularly those at the secondary level in the Philippines, often face distinct educational challenges that hinder their reading comprehension, necessitating targeted and context-based interventions.

Globally, reading comprehension remains a crucial area of study, especially among learners from non-traditional and linguistically diverse backgrounds. Studies indicate that second-language learners often struggle with comprehension due to limited vocabulary and inadequate exposure to text-based learning strategies (Castles, Rastle, & Nation, 2018). Research by Crossley et al. (2021) highlights that academic vocabulary plays a critical role in literacy development and that the use of context clues is an effective strategy in enhancing comprehension among second-language learners. Furthermore, the Programme for International Student Assessment (PISA) 2022 results indicate that reading literacy remains a global challenge, particularly in developing countries, where students struggle with higher-order reading skills (OECD, 2023).

In the Philippines, reading comprehension has been a persistent challenge, as evidenced by the country’s low ranking in international assessments. The 2022 PISA results revealed that Filipino students continued to struggle in reading comprehension among participating countries, with many students unable to identify the main idea of texts or draw inferences (DepEd, 2023). In response, the Department of Education (DepEd) introduced various reading interventions such as the Every Child a Reader Program (ECARP) and National Reading Month initiatives. However, these programs are often designed for formal basic education and may not sufficiently address the specific needs of out-of-school youth and adult learners enrolled in ALS (Ramos & De Guzman, 2022).

In Monkayo, Davao de Oro, secondary ALS learners face unique literacy challenges arising from interrupted schooling, limited access to reading materials, and varying levels of language proficiency. Many of these learners come from disadvantaged backgrounds and speak Bisaya as their mother tongue, with Filipino and English acquired later in life. Due to these linguistic and educational gaps, they often struggle with vocabulary development, identifying main ideas, drawing inferences, and understanding text structure. Facilitators in ALS learning centers report that learners frequently demonstrate minimal engagement with reading tasks and lack the confidence to participate in reading discussions or answer comprehension questions. Diagnostic tests reveal that many of them rely heavily on word recognition rather than comprehension strategies, leading to poor performance in reading assessments.

Moreover, classroom observations and facilitator interviews indicate that existing instructional approaches tend to emphasize fluency and literal recall but do not consistently teach comprehension strategies such as using context clues, recognizing word relationships, or deriving meaning from examples within a text. The flexible and modular nature of ALS delivery, while beneficial in providing access, often lacks structured interventions that build critical reading skills. This gap highlights the need for targeted, research-based strategies tailored to the specific learning context of ALS learners in Monkayo.

While national reading programs are in place, there is limited research on interventions that specifically address the needs of secondary ALS learners. Current strategies do not fully incorporate context clues, lexical understanding, and example-based strategies—key elements that have been shown to improve reading comprehension among learners with diverse language backgrounds (Schwartz, 2021). Given the urgency of improving literacy among out-of-school youth and adult learners, the CLUES Intervention Program (Context Clues, Lexical Understanding, and Example-based Strategies) was developed to address this critical need.

This study is essential in addressing the literacy challenges of secondary ALS learners in Monkayo, aligning with the goals of Sustainable Development Goal 4 (Quality Education) and the ALS K to 12 Basic Education Curriculum, which emphasizes inclusive and equitable access to quality education. By implementing and evaluating the CLUES Intervention Program, this research aims to contribute to the development of evidence-based reading interventions that are responsive to the unique learning profiles and contexts of ALS learners, with potential for wider application in other communities across the country.

Action Research Questions

This action research aimed to answer the following questions:

What is the reading comprehension level of secondary ALS learners before and after the implementation of the CLUES intervention program?

How does the CLUES intervention program improve the reading comprehension skills of secondary ALS learners?

Research Hypotheses

H₀: There is no significant difference between the pretest and posttest scores of the students before and after the intervention.

H₁: There is a significant difference between the pretest and posttest scores of the students before and after the intervention.

Theoretical Lens

This study is anchored on Interactive Theory, which emphasizes the dynamic interplay between the reader and the text in constructing meaning. Proponents of this theory, Rumelhart (1977) and later expanded by Ruddell and Unrau (2004), posit that reading comprehension is not a linear process but a transaction involving the reader’s background knowledge, language proficiency, cognitive processes, and textual features. The theory suggests that comprehension emerges from the simultaneous processing of bottom-up (word recognition, decoding) and top-down (prior knowledge, predictions) strategies, with meaning actively constructed as readers engage with the text (Ruddell & Unrau, 2004). It highlights that effective reading happens when learners are equipped to make inferences, draw connections, and navigate vocabulary within a contextual framework—elements central to comprehension success, especially among second-language learners and marginalized groups.

Within the context of this study, Interactive Theory serves as a valuable lens in analyzing the outcomes of the CLUES Intervention Program (Context Clues, Lexical Understanding, and Example-based Strategies). The program’s design reflects the theory’s core principles by teaching ALS learners to use contextual information, lexical cues, and examples to actively derive meaning from text—thus enhancing both bottom-up and top-down processing. The significant improvements in reading comprehension scores and the thematic evidence of increased motivation, vocabulary acquisition, and real-life application demonstrate that the learners are not merely decoding words but actively constructing meaning. By aligning instruction with Interactive Theory, the intervention effectively bridged linguistic gaps, fostered learner autonomy, and contextualized reading as a purposeful, interactive process—a critical outcome for non-traditional learners in flexible learning environments like ALS.

METHODOLOGY

This action research utilized a dual-method approach, combining quantitative and qualitative techniques to comprehensively assess the effectiveness of the intervention, Project CLUES (Context Clues, Lexical Understanding, and Example-based Strategies). The quantitative component focused on analyzing the test scores of secondary-level learners currently enrolled in the Alternative Learning System (ALS) in Monkayo before and after the intervention to determine measurable gains in their reading comprehension skills. The qualitative component involved interviews to gather in-depth insights into how students perceived their improvement in reading comprehension.  A dual-method design is appropriate for this study as it enables triangulation of findings and provides a more robust understanding of both the measurable outcomes and lived experiences of participants (Azra, H., & Zeeshan, I., 2025). Given that action research aims to solve immediate educational problems through reflection and data-driven decision-making, this design aligns well with the nature of the study and intervention (Akram et al., 2024).

The combination of quantitative and qualitative methodologies is ideal for analyzing Project CLUES, an intervention designed to improve the reading comprehension of secondary Alternative Learning System (ALS) students. Quantitative data show substantial gains in reading comprehension, whereas qualitative data reveal in-depth insights into how the intervention changed learners’ engagement, motivation, and strategy use—elements that standardized assessments may overlook. This dual-method approach enables a more comprehensive evaluation of Project CLUES, covering both cognitive outcomes and affective elements of learning. This methodology contributes to a better understanding of how focused, student-centered strategies—such as context clues, lexical knowledge, and example-based approaches—help overcome reading gaps and empower ALS students (Salem et al., 2025).

Research Respondents

This study involved 30 secondary-level students participating in the Alternative Learning System (ALS) in Monkayo, Davao de Oro. They were chosen via purposive sampling according to defined inclusion criteria. To qualify, learners must be formally enrolled in the secondary-level ALS program and attend a minimum of one learning session per week at their assigned community learning center. Furthermore, they were obligated to exhibit fundamental reading proficiency in English, through a reading readiness checklist or a pre-diagnostic assessment administered by the Learning Facilitator. Participation in the study was voluntary, with informed consent obtained from each participant and, for minors, from their parent or guardian.

Research Instrument

This study collected data using two validated instruments. In the quantitative phase, a teacher-created reading comprehension test was developed to evaluate the pre- and post-intervention performance of ALS students. The test contained passages and questions that reflected the skills taught during the three-week Project CLUES intervention, specifically context clues, lexical knowledge, and example-based strategies. English language educators and ALS specialists content-validated the test to ensure that it matched the desired learning competencies and was appropriate for the learners’ reading levels. In the qualitative phase, a semi-structured interview guide was used to investigate the learners’ perceptions of the intervention. The guide includes open-ended questions asking participants to discuss their experiences with each strategy, describe any changes in their confidence or interest in reading, and reflect on how the sessions helped them grasp texts more successfully. Interviews were carried out in the learners’ preferred language to ensure clarity and comfort during the conversation.

Data Collection

This study included both quantitative and qualitative methods for a thorough assessment of the effectiveness of Project CLUES. During the quantitative phase, a pretest was conducted with 30 secondary-level students enrolled in the Alternative Learning System (ALS) in Monkayo, Davao de Oro, to evaluate their baseline reading comprehension abilities. Upon concluding the intervention, the same test was administered as a posttest to assess any enhancement in their skills. This methodology enabled the research to produce objective data on learning improvements, a common approach in educational action research designed to evaluate the effects of interventions (Creswell & Creswell, 2022). In the qualitative phase, semi-structured interviews were administered to participants post-intervention to discuss their experiences, reflections, and perceptions on the program’s impact on enhancing their reading comprehension skills. This approach is well-regarded for delivering comprehensive, nuanced data that enhance and contextualize quantitative results (Creswell & Creswell, 2022).

In addition to interviews, observational data from facilitators and classroom artifacts such as learner journals, reflection logs, and completed worksheets were collected. These materials provided tangible evidence of learners’ engagement, vocabulary growth, and application of strategies over time. Facilitators documented their observations during each session using a standardized checklist, focusing on learner participation, strategy application, and interaction with peers. This triangulation of self-reported perceptions, facilitator observations, and learner-produced work reduced overreliance on a single data source and enhanced the trustworthiness of qualitative findings.

Data Analysis

This action research involved two data analysis methods to interpret the results. In the quantitative phase, data were evaluated utilizing a paired t-test to compare students’ pretest and posttest scores. This statistical method was suitable as it assesses the significance of differences between two related groups—in this instance, the same students pre- and post-intervention—rendering it effective for evaluating the impact of Project CLUES on enhancing students’ reading comprehension skills (Creswell & Creswell, 2022). The paired t-test offered empirical data on the intervention’s impact on quantifiable learning improvements.

For the qualitative phase, interview responses were examined through thematic analysis to identify common patterns, themes, and insights related to the participants’ experiences with the intervention. This method was well-suited for exploring how the program influenced students’ confidence, engagement, and understanding of mathematics (Jones, M., 2024). Thematic analysis enriched the study by providing in-depth perspectives that complemented and contextualized the quantitative results.

In the qualitative phase, thematic analysis was employed to examine interview responses to identify common patterns, themes, and insights related to the participants’ experiences with the intervention. This approach was ideal for investigating the program’s impact on learners’ motivation, participation, and development of reading comprehension skills (Jones, M., 2024). Through thematic analysis, the quantitative results were contextualized and enriched by the inclusion of in-depth learner perspectives.

RESULTS AND DISCUSSION

This part presented the discussion of results and reflection of the study. The data presented in this part followed the arrangement set in the Research Questions. The data were described, analyzed and explicated in this section.

RQ 1. What is the reading comprehension level of secondary ALS learners before and after the implementation of the CLUES intervention program?

Table 1. Paired Samples t-Test Results for the Pretest and Posttest Scores of the Students

Table 1 illustrates a comparison the learners’ mean score before and after the completion of Project CLUES. The mean pretest score was 19.50, with a standard deviation of 3.03, signifying that the learners originally exhibited limited ability in reading comprehension abilities. The mean posttest score increased considerably to 34.60, with a standard deviation of 3.95, following the intervention, indicating a significant improvement in the learners’ capacity to comprehend and interpret texts. This significant rise indicates that Project CLUES successfully improved the learners’ reading comprehension skills.

The paired sample t-test yielded a t-value of 21.87 and a p-value of 0.0000000041 (p < 0.001). The p-value is significantly lower than the standard significance level of 0.05, offering strong statistical evidence that the observed difference in scores was not attributed to random variation. Therefore, the null hypothesis (H₀), which asserts that there is no significant difference between the learners’ pretest and posttest scores, is rejected. The alternative hypothesis (H₁), asserting the existence of a significant difference, is accepted.

In conclusion, the findings indicate that Project CLUES markedly enhanced the reading comprehension abilities of ALS learners. The uniform enhancement among participants, indicated by the minimal standard deviations in both pretest and posttest scores, underscores the effectiveness of the intervention. These results validate the structured use of reading strategies such as context clues, morphological analysis, and example-based comprehension as effective tools for improving literacy among non-traditional learners. As such, Project CLUES can serve as a model for similar interventions in other ALS or low-literacy educational contexts.

RQ 2. How does the CLUES intervention program improve the reading comprehension skills of secondary ALS learners?

The implementation of Project CLUES yielded significant transformation in the reading comprehension, confidence, and overall literacy engagement of secondary ALS learners in Monkayo. As learners journeyed through context clues, lexical understanding, and example-based strategies, four key themes emerged, revealing not just academic gains but personal victories.

Improved Reading Comprehension through Strategy Use. Students reported better understanding of texts after using Project CLUES strategies. They learned to infer word meanings through context clues, word parts, and examples from the text. Relating readings to real-life experiences also helped them grasp the message more clearly. Many now read more independently and with greater confidence. These outcomes show the value of Project CLUES in building not just skills, but also learner autonomy and motivation.

Ana shared that she now understands unfamiliar words through context clues:

“Kabalo nako mosabot ug mga pulong nga wala ko kaila pinaagi sa context clues.” “I now know how to understand unfamiliar words using context clues.”

Following her lead, Franco echoed a similar realization:

“Ang paggamit sa synonym ug antonym nga context clues makatabang kaayo nako.” “Using synonym and antonym context clues really helps me.”

Gina noted that she learned to infer word meanings by examining surrounding words:

“Ang Project CLUES naghatag nako og idea nga ang words pwede sabton pinaagi sa pagtan-aw sa uban nga pulong sa palibot.”

“Project CLUES gave me the idea that words can be understood by looking at other words around them.”

In addition to contextual inference, morphological strategies also contributed to comprehension. Ben stated that learning root words and prefixes helped him decode vocabulary:

“Natun-an nako unsaon paggamit sa root word ug mga prefix para masabtan ang pulong.”

“I learned how to use root words and prefixes to understand word meanings.”

Harold also pointed out how these skills contributed to his writing development:

“Nakatabang sab ni sa akong spelling ug sentence construction.” “It helped my spelling and sentence construction.”

Carla observed that examples within the text helped clarify meanings:

“Naka-learn ko nga ang example sa sulod sa story makatabang kaayo sa pagsabot sa kahulugan sa usa ka pulong.”

“I learned that the example in the story really helps in understanding the meaning of a word.”

Ivy and James further emphasized that relating reading content to real-life experiences enhanced their comprehension.

“Mas sayon sabton ang text basta gamiton ang example-based strategy.” “It’s easier to understand the text when using the example-based strategy.”

Improved ability to analyze texts was also evident. Dino reported a better understanding of the author’s message, while Franco noted he could interpret meaning using context.

“Nakat-on ko nga importante diay ang pag-link sa atong experience sa gibasa.” “I learned that linking our experience to what we read is important.”

From words to meaning, and from guessing to analyzing—Dino marked his own turning point:

“Mas klaro nako karon unsaon pagkahibalo kung unsay buot ipasabot sa author.”

“Now it’s clearer to me how to understand what the author means.”

Meanwhile, Franco declared triumphantly:

“Maka-analyze nako kung unsay meaning base sa context.”

“I can now analyze the meaning based on context.”

Finally, from dependence to independence, Ana and Ella showed that strategy leads not only to skill—but to self-reliance:

“Karon motry na ko ug sabut sa akong kaugalingon.”

“Now I try to understand on my own.”

“Mas confident nako mobasa sa English kay daghan nako nahibaw-an nga strategies.” “I’m more confident reading English now because I know more strategies.”

The implementation of Project CLUES brought about significant improvements in the reading comprehension of secondary ALS learners in Monkayo. As learners engaged with the program’s core strategies—context clues, lexical understanding, and example-based reasoning—they exhibited notable academic and personal growth. Learners reported enhanced ability to infer word meanings, analyze textual information, and relate reading content to their lived experiences. Quotes from participants showed increased confidence and independence in reading, as well as improved ability to understand unfamiliar vocabulary and author intent. Learners transitioned from passive decoding to active meaning-making, signaling the program’s success in cultivating autonomous, strategic readers.

This result aligns with the principles of the Interactive Theory, which emphasizes the dynamic and reciprocal relationship between reader and text (Ruddell & Unrau, 2004). The theory underscores that comprehension is constructed through the interaction of a reader’s prior knowledge, linguistic competence, and engagement with textual cues—all of which were explicitly targeted by the CLUES program. The learners’ ability to integrate morphological analysis, context inference, and real-life associations mirrors the top-down and bottom-up processes advocated by Interactive Theory. Furthermore, the findings support previous research such as Castles et al. (2018) and Schwartz (2021), who highlight the importance of vocabulary and context-based instruction in developing reading proficiency among second-language learners. By situating reading as an interactive and purposeful act, Project CLUES not only developed learners’ cognitive skills but also fostered greater confidence, autonomy, and meaningful engagement with texts.

Increased Motivation and Confidence in Reading. Based on the respondents of the participants, it was revealed that Project CLUES helped students exhibit enhanced motivation and confidence in reading. They reported relying less on facilitator assistance and indicated shown resilience in overcoming challenging vocabulary. Vocabulary games enhanced the enjoyment of reading, transforming attitudes from apathy to participation. Some learners expressed pride in their progress, observing enhanced self-esteem and an increased motivation for independent reading.

Ana and Franco indicated they now rely less on facilitator assistance and persist even when encountering difficult vocabulary.

“Karon motry na ko ug sabut sa akong kaugalingon.”

“Now I try to understand on my own.”

And Franco, who had previously been quick to give up, shared a quiet determination:

“Dili na ko dali ma-discourage basta naay lisod nga pulong.”

“I don’t get discouraged easily when I encounter difficult words.”

It was not just the strategies, it was the way the activities were designed. Ivy remarked:

“Ang pagbasa dili na boring para nako.”

“Reading is no longer boring for me.”

Carla also mentioned that she enjoyed vocabulary games:

“Nalingaw ko sa vocabulary games.”

“I really enjoyed the vocabulary games.”

A shift in learner attitudes was observed. Ana admitted that she previously disliked reading but now feels motivated:

“Dili ko ganahan mubasa sauna, pero karon naganahan nako.”

“I didn’t like reading before, but now I’m starting to enjoy it.”

Gina expressed similar enthusiasm:

“Mas motivated ko magbasa og articles karon.”

“I’m more motivated to read articles now.”

Improved self-perception also emerged. Ana shared:

“Mas proud ko sa akong kaugalingon karon.”

“I’m prouder of myself now.”

Harold recognized his progress through assessment results:

“Nalipay ko nga nakita nako akong progress.”

“I’m happy because I saw my progress.”

The findings revealed a marked increase in learners’ motivation and confidence in reading following the implementation of Project CLUES. Students reported relying less on their facilitators and instead demonstrated greater perseverance when facing difficult vocabulary. Enjoyment was fostered through vocabulary games and engaging activities, which contributed to a noticeable shift in attitudes—from disinterest and frustration to active participation and enthusiasm. Several learners expressed pride in their accomplishments and reflected on their growing self-confidence, indicating that Project CLUES did more than teach strategies; it transformed learners’ perceptions of themselves as capable and independent readers.

This outcome is best understood through the lens of Interactive Theory, which views reading as a holistic process involving cognitive, emotional, and experiential dimensions (Rumelhart, 1977; Ruddell & Unrau, 2004). Also, this finding supports Schwartz (2021), who stressed that motivation and engagement are critical to reading success, particularly for learners with limited access to formal education. Motivation and self-efficacy are essential components in the transactional relationship between the reader and the text. When learners feel empowered and engaged, they are more likely to persist through challenges and construct meaning actively. The affective gains seen in this study mirror Schwartz’s (2021) assertion that motivation and engagement are pivotal for reading development, particularly among marginalized learners with disrupted educational histories. By aligning with these theoretical perspectives, Project CLUES not only supported the mechanics of comprehension but also fostered the internal drive essential for sustained literacy growth.

Vocabulary Growth and Language Development. Students demonstrated consistent growth in vocabulary and linguistic application. Many noticed that they acquired new vocabulary after each session, frequently evident in their written outputs. Vocabulary games were determined to be both enjoyable and effective for learning word meanings. Engaging in activities such as the making of word cards facilitated enhancements in spelling and sentence structure. Students said that they can now utilize contextual cues to comprehend unfamiliar vocabulary. The results underscore how Project CLUES facilitated vocabulary enhancement, which is crucial for improved reading and writing abilities.

Ivy noted vocabulary growth recorded in her reflection logs:

“Sa reflection log, makita nako nga daghan na ko new words.”

“I can see in my reflection log that I’ve learned many new words.”

Carla affirmed that learning through games was both enjoyable and effective:

“Dili lang siya dula, naa diay koy nakat-unan nga mga word meanings.”

“It wasn’t just a game—I actually learned word meanings.”

Harold reported improvement in spelling and writing through word card activities:

“Nakatabang sab ni sa akong spelling ug sentence construction.”

“It helped my spelling and sentence construction.”

Additionally, Gina shared that she now knows how to use clues to understand unfamiliar words in context:

“Kabalo nako motan-aw og clues para masabtan.”

“I now know how to look for clues to understand.”

These observations reflect the role of vocabulary instruction in reading comprehension development, as supported by Castles et al. (2018) and Kim et al. (2020), who emphasized the importance of context-based and morphological instruction in literacy acquisition. The results of the study revealed a notable increase in learners’ vocabulary acquisition and language development as a result of the Project CLUES intervention. Participants consistently reported learning new words after each session, with this growth reflected in their written outputs. Activities such as vocabulary games and the creation of word cards were not only enjoyable but also effective in reinforcing word meanings, improving spelling, and enhancing sentence construction. Learners also demonstrated an improved ability to use contextual clues to decode unfamiliar terms, which contributed to both their reading and writing performance. These outcomes highlight how Project CLUES supported vocabulary expansion—an essential component of overall language proficiency.

This observed vocabulary growth aligns with the foundational concepts of Interactive Theory, which highlights the reciprocal relationship between linguistic input and cognitive processing during reading. According to this theory, vocabulary knowledge is not learned in isolation but develops through meaningful engagement with text, where learners use contextual cues and prior knowledge to derive meaning. Project CLUES, by incorporating lexical understanding and context-based instruction, enabled learners to participate more actively in the reading process. These findings echo the work of Castles et al. (2018) and Kim et al. (2020), who affirm that vocabulary instruction grounded in contextual and morphological strategies is instrumental in literacy acquisition, particularly for learners from nontraditional or second-language backgrounds. Through this lens, Project CLUES proved effective in transforming vocabulary from a passive list of words into an active tool for comprehension and communication.

Practical Application and Real-Life Relevance. Students recognized that the reading skills from Project CLUES were beneficial outside the classroom. They indicated that the skills facilitated their comprehension of everyday reading activities, including work instructions and text messages. Activities such as the picture walk improved comprehension of stories and enhanced enjoyment. Many participants became increasingly aware of their progress over time, with some only recognizing the extent of their improvement upon reflection. These reflections indicate that Project CLUES not only enhanced reading skills but also rendered learning significant and pertinent to everyday life.

James reported that the strategies are useful for daily reading tasks:

“Dili ra ni para sa exam, makatabang ni sa adlaw-adlaw nga pagbasa.”

“This isn’t just for exams—it helps in everyday reading.”

He added, with clarity:

“Labi na sa mga instruction ug text messages sa trabaho.”

“Especially with instructions and work messages.”

Ben and Ella acknowledged their reading improvement:

“Nalingaw ko sa picture walk kay makatabang og dako sa pagsabot sa story.”

“I enjoyed the picture walk because it really helps in understanding the story.”

Ben found more than just skills—he found change:

“Nakita gyud nako ang akong improvement.”

“I really saw my improvement.”

And with emotion, Ella affirmed:

“Salamat sa Project CLUES kay nag-improve gyud ko.”

“Thank you to Project CLUES because I really improved.”

Finally, Ivy, almost surprised by her journey, summed it up:

“Wala nako kabantay nga kada semana, naa diay ko improvement.”

“I didn’t even notice that I was improving week by week.”

The findings indicate that Project CLUES had a meaningful impact not only on the academic skills of ALS learners but also on their ability to apply reading strategies in real-life contexts. Learners reported that their improved comprehension extended to practical tasks such as reading work instructions and understanding text messages—daily activities that previously posed challenges. Activities like the picture walk fostered both enjoyment and understanding, while reflective insights revealed a growing awareness of their learning progress. These observations suggest that Project CLUES succeeded in making reading instruction not only relevant but also empowering, by equipping learners with tools that support their functional literacy in everyday life.

This real-world applicability is strongly supported by the principles of Interactive Theory, which asserts that comprehension is most effective when learners draw on their experiences, background knowledge, and context to make meaning from text. By connecting reading content to real-life experiences, learners activated higher-order thinking and deepened engagement—key aspects of the interactive reading process. This aligns with the findings of Crossley et al. (2021) and Castles et al. (2018), who emphasized that contextualized and experiential learning significantly boosts comprehension, especially among second-language and marginalized learners. In this light, Project CLUES functioned not merely as a classroom intervention but as a bridge to lifelong learning, enhancing both the literacy skills and the lived realities of ALS learners.

CONCLUSION

Based on the findings, the following conclusions were drawn:

The study’s results show that Project CLUES significantly enhanced the reading comprehension of secondary ALS learners. Following the program, students achieved significantly higher scores on the posttest, demonstrating the effectiveness of the employed strategies, such as context clues, morphological analysis, and example-based learning. The improvement in scores indicates that learners comprehended the reading material more effectively and could discern word meanings with greater ease.

In addition to improved scores, qualitative results revealed that students had increased confidence and motivation to read. Numerous individuals reported that they now take pleasure in reading and strive to comprehend literature independently with minimal assistance. Engaging in vocabulary games and collaborative reading rendered the learning process enjoyable and facilitated the retention of new terms. Some expressed pride in their progress and indicated a greater willingness to read articles, messages, or instructions in their daily lives.

In summary, Project CLUES demonstrated significant value by not just imparting reading skills but also facilitating their application in practical contexts. They perceived reading as more accessible and beneficial in educational settings, at home, and in the workplace. Consequently, Project CLUES may serve as a valuable example for other ALS programs or educational institutions seeking to enhance reading proficiency in a straightforward yet successful manner.

RECOMMENDATIONS

In light of the significant improvements in reading comprehension, vocabulary development, and learner motivation observed among secondary ALS learners, the study offers the following targeted recommendations. These are intended to sustain the gains of the CLUES Intervention Program and promote its wider application across various levels of the Alternative Learning System. The recommendations are categorized by stakeholder to ensure clear and practical implementation.

ALS Learners. ALS learners are encouraged to continually apply the strategies learned from the CLUES Intervention Program—particularly the use of context clues, lexical understanding, and example-based reasoning—in their independent reading. They should also engage in reflective practices, such as maintaining vocabulary journals or reading logs, to reinforce learning and monitor their own progress. Learners are further encouraged to read a variety of texts to broaden their vocabulary and deepen their comprehension skills.

ALS Teachers and Volunteers. ALS facilitators, learning support aides, and volunteers should be trained on the systematic implementation of the CLUES Intervention Program. Incorporating these strategies into modular learning sessions and community-based activities can greatly enhance learner engagement and literacy outcomes. Teachers are encouraged to develop contextualized reading materials and interactive exercises aligned with the CLUES framework to support differentiated instruction.

Department of Education. The Department of Education, particularly the Bureau of Alternative Education, should consider adopting the CLUES Intervention Program as a supplemental reading module in the ALS curriculum. Its adaptability, cost-effectiveness, and learner-centered design make it an ideal model for nationwide implementation. Institutional support, including training, funding for materials, and monitoring mechanisms, is essential for successful integration.

Future Researchers. Future researchers may investigate the long-term effects of the CLUES Intervention Program on learners’ literacy retention, writing development, and readiness for reintegration into formal education. Comparative studies involving other reading interventions may also be conducted to explore scalability and adaptability across diverse ALS settings. Additional research may focus on digital or multimedia adaptations of CLUES to expand its reach and relevance. Also, integrating facilitator observations and learner-generated artifacts into the research process can further strengthen data triangulation and deepen understanding of learner progress.

ACKNOWLEDGMENT

The researchers extend their sincere gratitude to all who made this study possible through their guidance, support, and encouragement.

Special thanks are given to the devoted ALS teachers, whose commitment to providing inclusive education and improving literacy among out-of-school youth served as an inspiration throughout this research. Your insights and cooperation during the implementation of the CLUES Intervention Program were invaluable.

The researchers also wish to thank the Rey Rota, Principal of Monkayo Central Elementary School, for the administrative support and for creating an environment that fosters academic inquiry and community engagement.

Sincere thanks to the BSEd English faculty of Monkayo College of Arts, Sciences, and Technology for the support and assistance provided in the finalization of this study. The contributions made a significant impact on the successful completion of the research.

Acknowledgment is likewise given to the Guild of Language-Empowered Enthusiasts (GLEE) for serving as a dedicated partner in implementing the CLUES Intervention Program among ALS learners. The collaboration and commitment greatly enhanced the relevance and reach of the intervention.

Above all, highest praise and gratitude are offered to the Almighty Father, whose divine guidance, wisdom, and grace sustained every step of this research endeavor.

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